The code indicates the core competencies being strengthened by the outcomes activities and the assessment tools.
Critical Thinking (CT); technology skills (TS); oral communications (OC); quantitative skills (QS); reading (R); writing (W).
*COURSE OUTCOMES |
OUTCOMES ACTIVITIES |
ASSESSMENT TOOLS |
Scientific Method/Science
Describe the general steps of the scientific method and use these steps in solving problems, in order to understand how scientists think, distinguish between pseudoscience and real science, and evaluate scientific information in the popular press. |
- Conduct experiments in lab, developing hypotheses, collecting data, interpreting data, drawing conclusions. (CT,R,W,TS, QS)
- Attend lecture/discussion (W,OC,CT)
- Conduct experiments stressing importance of controls. (CT,R,W,TS,QS)
- Read text (CT,R)
- Read articles in Time, Newsweek etc. and evaluate (R,W,CT)
- Do study guide (R,W,CT)
- Discussion using power point presentation regarding characteristics of psuedoscience vs. real science and bad science vs. good science (CT, TS, OC)
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- Tests
- Quizzes (CT, R, W)
- Short papers (CT, R, W, TS)
- Lab reports (CT, R, W, QS)
- Article reviews ( CT, R, W, TS)
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- Evolution
- Explain why evolution is the central theme in biology so that students can understand the unity and diversity of life
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- Use power point and laser disc to demonstrate the similarities and differences between living organisms
- ( CT,OC,TS)
- Evolution used as a central theme over several lecture topics (CT, W)
- Read text (CT,R)
- Do study guide (R,W,CT)
- Attend lecture/discussion (W,OC,CT)
- Watch videotape titled Evidence for Evolution ( CT, W, OC)
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- Short paper ( CT, W, R, QS)
- Quiz (CT, W, R)
- Test ( CT, W, R)
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- Chemistry/Physics
- Demonstrate knowledge of basic chemistry including the properties of atoms, ions, chemical bonding and chemical reactions to understand biologically important molecules and processes.
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- Describe the role of biologically important molecules in order to understand the correlation between cell structure and function.
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- Molecular model building (CT,OC,W,QS)
- Read text (CT,R)
- Attend lecture/discussion (W,OC,CT)
- Do study guide (R,W,CT)
- Do Molecule ID paper (CT,R,W)
- See videos (reinforcement) (CT)
- Do Memory Matrix (CT,R,W)
- Identification of biologically important molecules in common foods. (CT, OC,R,W,TS)
- Perform experiments that demonstrate the properties of acids, bases and water (CT, TS,OC,QS,R,W)
- Describe the cell in terms of the molecular structure – draw a cell and label accordingly (cell membrane – phospholipids and proteins etc.) (CT,W,R)
- Use CDrom animations to help students visualize what happens during chemical reactions(CT,TS,R)
- Practice reading the periodic table(CT,R,OC)
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- Grade models ( CT, W, QS)
- Lab exams (CT, W, R)
- Lab reports ( CT, R, W, QS, TS)
- Grade drawing ( CT, W, QS)
- Make predictions of how atoms will interact based on chemical properties
- ( CT, W, QS)
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- Cell Structure
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- Distinguish between eukaryotic and prokaryotic cells, and identify and describe the structure and function of plant and animal cells and their organelles, in order to appreciate the unity and diversity of living things.
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- Describe the structure of the plasma membrane and relate it to its functions in diffusion, transport, metabolism, and cell to cell interaction.
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- Identify prokaryotic and eukaryotic cells from figures and slides (CT,TS,QS,W)
- Attend lecture/discussion (W,OC,CT)
- Read text (CT,R)
- Do study guide (R,W,CT)
- Do Memory Matrix (CT,R,W)
- Do Question Chart (CT,R,W)
- See film (reinforcement) (CT)
- Identify plant and animal cells from figures and slides(CT,TS,QS,W)
- Build clay models of prokaryotic, plant and animal cells (CT,QS)
- Lecture stressing importance of role of membranes in compartmentalization (CT,W)
- Build models of the cell membrane (CT,TS,QS)
- Conduct experiments on diffusion, osmosis and active processes (CT,R,W,OC,TS,QS)
- Look at electron micrographs of various cell membrane junctions and specializations.(CT,TS)
- Construct models of junctions and specializations (CT,TS,W,QS)
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- Lab exam ( CT, W, R)
- Grade drawings ( CT, W, QS)
- Grade models ( CT, QS)
- Lab reports ( CT, W, QS, R)
- Quizzes ( R, CT, W)
- Tests ( R, W, CT)
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- Metabolism
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- Explain the principles of cellular respiration and photosynthesis so that the students understand energy flow in living systems.
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- Read text (CT,R)
- Do study guide (R,W,CT)
- Attend lecture/discussion (W,OC,CT)
- Do labs on Respiration & Photosynthesis
- (CT,R,W,TS)
- See 2 videos (reinforcement) (CT)
- Use computer simulations to represent complex cellular processes (CT, TS,OC)
- Complete concept maps and study matrix to demonstrate understanding of integration of metabolism(CT,W)
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- Completion of labs on respiration, fermentation and photosynthesis ( CT, R, W QS, TS, OC)
- Quiz (CT, R, W)
- Test( CT, R, W)
- Assess concept map and study matrix ( CT, R, W,QS)
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- Reproduction
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- Compare and contrast mitosis and meiosis in order to understand the process of growth, reproduction and the importance of sexual reproduction to the evolution of the species.
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- Use beads to demonstrate mitosis and meiosis( CT,W,OC,QS,R)
- Read text (CT,R)
- Attend lecture/discussion (W,OC,CT)
- Do study guide (R,W,CT)
- See 2 films (reinforcement) (CT)
- Draw and label stages of mitosis and meiosis on slides and in diagrams( CT, W,TS,QS,R)
- Use laser disk to observe cells dividing (CT,TS)
- Draw gametes and fusion to complete the cycle of mitosis and meiosis in growth and reproduction (CT,W)
- Draw and be able to explain the cell cycle (CT,OC,W)
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- Observe and grade demonstration of mitosis and meiosis in lab ( R, OC, CT, W)
- Quiz ( CT, R, W)
- Test ( CT, R, W)
- Grade drawings ( CT, R, W, QS)
- Have students present a demonstration to the class (students are chromosomes etc.) and grade it ( CT, OC)
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- Genetics
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- Demonstrate understanding of basic concepts in inheritance in order to solve simple genetic problems and recognize common misconceptions regarding human heredity.
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- Describe the structure and replication of DNA and its role in protein synthesis in order to understand the chemical basis of genetics and the use of DNA in genetic engineering and biotechnology.
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- Genetics Cont.
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- Coin toss– phenotype exercise to develop a “child” (CT, QS,OC,W)
- Read text (CT,R)
- Attend lecture/discussion (W,OC,CT)
- Do study guide (R,W,CT)
- See video (reinforcement)(CT)
- Family pedigrees- Select common misconceptions –“ traits skip a generation” etc and investigate and report on why this is what folks think – and what is actually going on (CT,OC,QS,R,W)
- Do genotype/phenotype paper Class assessment of phenotype distribution (CT,R,W)
- Do genetics problems(CT,R,W,QS,OC)
- Stress model building as well as problem solving methods to understand patterns of inheritance (CT,R,W,TS,QS)
- Build a DNA model or construct a model from plastic parts (CT,W)
- Use a simulation to construct a protein (CT, OC,W,R,QS)
- Isolate DNA to make it more “real”(CT,R,OC,TS)
- Human Genome projects from web(CT,TS,W,R,)
- Discuss genetic engineering and biotechnology and their social implications (CT, OC,R,W)
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- Quiz ( CT, R, W)
- Test ( CT, R, W)
- Oral presentation of “child’s” phenotype ( CT, OC, QS)
- Short paper or oral presentation on misconceptions ( CT, R, W, OC, TS,QS)
- Grade model ( CT, W)
- Lab report ( CT, R, W, QS, )
- Report on simulations ( CT, R, W, TS, QS)
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- Laboratory Skills
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- To work safely in the laboratory and follow simple laboratory protocols in order to work cooperatively to complete laboratory exercises and conduct experiments using the scientific method.
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- To be able to use the microscope to observe cell structure and function in order to develop good technique in preparation for more advanced courses.
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- To be able to perform simple mathematical calculations and construct and interpret graphs in order to record and communicate the results of experiments.
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- Read and sign the safety sheet (CT,R)
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- Follow directions carefully in the lab (CT,R)
- Follow proper procedures for disposal of waste products (CT,R)
- Focus the microscope use it for an independent project and /or in several laboratory exercises (CT,R,TS,QS)
- Use simple math where appropriate in lab exercises and papers
- (CT,QS,TS,R,W)
- Stress the importance of data collection(R,TS,QS,W,CT)
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- Observe student working safely in the lab ( CT)
- Lab quiz or assignment requiring each student to focus and use the microscope ( CT, OC, W, R)
- Evaluate use of math in reports ( W, QS)
- Tests (R, W, CT)
- Quizzes ( R, W, CT)
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- Study Skills
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- To apply a study skills method to learning biology in order to improve success in an academically rigorous course.
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- Teach students the SQ3R Study Skills method using power point demonstration (CT,OC,R,W,TS)
- Attend lecture/discussion (W,CT,OC)
- Develop note taking skills by progressively taking away class aids such as power point handouts, lecture outlines, questions to be answered, list of objectives(CT,R,W, TS)
- Model use of interactive Study Guide
- ( CD ROM and web site) (CT,TS,R)
- Develop test taking skills by giving quizzes that model types of questions on exams(CT,R,W)
- Recommend ARC as a resource(CT)
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- Workshops ( CT, TS, OC,R)
- Collect class notes for grade ( CT, W)
- Quizzes (CT, R, W)
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- Strengthen Core Competencies in order to increase success in college courses and other courses in the workplace
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